Educação inclusiva: das intenções às ações - Um estudo sobre o processo de inclusão escolar de alunos caracterizados como portadores de necessidades especiais em escolas públicas no Município de Viçosa, MG / Inclusive education: from purposes to actions A study about a school inclusion process for students who need special care in public schools in Viçosa, MG

AUTOR(ES)

Adriane Fontes Braga

DATA DE PUBLICAÇÃO

2006

RESUMO

Nowadays the quest for a more just and democratic society is a great challenge. In this context, the school represents an allied in that construction, as it can be transformed into a space of recognition and appreciation of human differences. In order to evaluate the concreteness of that proposal, the present research has sought to comprehend the was in which the directresses for educational inclusion of students characterized as carries of especial needs are being implemented, in the regular public school system, and the difficulties found in the construction of this new educational reality. To do so, three public education institutions which are experiencing inclusive education in different ways, in Viçosa, MG, were taken as empiric reference. Those where the following schools: Professora Maria José Santana, Effie Rolfs and APAE/Viçosa. The observations in the classrooms and semi structured interviews with the teachers and administrators of those institutions allowed to know the pro-inclusion directresses of each institution and the diverse views of those professionals about inclusive educational practices experienced in those schools, as well as the difficulties and progress in this area. The results have allowed to conclude that the teachers and administrators from those institutions conceive inclusive education and the students characterized as carriers of especial needs under different focuses with definition and actions which sometimes are close to integration principles which presuppose change in the student to follow the school, and other times refer to inclusion principles which presuppose change in the school to attend student differences. Besides that, different conducts and structural, pedagogic and organizational changes to attend students characterized as carriers of especial needs in the institutions under study point out to the maintenance of the teaching and learning process still guided by normative and hegemonic patterns imposed by society and by the regular school system.

ASSUNTO(S)

educação especial educação inclusiva people with disabilities public policies special education economia domestica políticas públicas inclusive education deficiência

Documentos Relacionados

• educação inclusiva: A importância do currículo funcional para alunos com necessidades educacionais especiais
• Inclusive education: principles and representation.
• School inclusion and continuing teacher education: the Inclusive Education programme: the right to diversity.
• INCLUSÃO DE ALUNOS COM NECESSIDADES EDUCACIONAIS ESPECIAIS: Limites e possibilidades no Ensino Fundamental da rede pública municipal de Imperatriz
• Inclusão escolar de alunos com necessidades especiais